Sarah Stere’ BlogSarah Stere is a STAR member of the Discovery Educator Network

I think the biggest revelation for me was the impact of how literacy has already changed and continues to change.  From just marking an “x” to show your signature to typing your signature in whatever font you would like (Hartman, 2009, Laureate Education).  From reading a page in a book to online reading; including visual, information and digital literacies.  As Douglas Hartman said, “Our past was rooted in book culture.  The future will be rooted in online and digital media” (Laureate Education, 2009).  As David Warlick stated, we are preparing students for a future that we cannot even describe (Laureate Education, 2009).  It is my job as an educator to keep abreast of these changes and incorporate them in my classroom for the benefit of my students. 

Creating the Inquiry-Based Unit plan enabled me to have an in-depth look at the new literacy skills that I need to teach my students.  Questioning, searching, evaluating, synthesizing and communicating are all strategies students need to learn in order to be successful in our ever increasing digital world (Hartman, D., 2009, Laureate Education).  Learning about search engines that are specific to elementary students armed me with knowledge that will enable to me to help my students find more appropriate websites for research.  Beth Phillips’ ABCs of a website taught me how to be a critical evaluator when conducting research.   This knowledge will allow me to teach students how to look for the author, bias, content, dates and editor when exploring websites so they could determine their validity (Laureate Education, 2009).

Now that I have learned about the new literacy skills and how to teach them to my students, I would like to carry out an inquiry-based unit plan in which my students will be able to learn and understand how to use the strategies such as questioning, searching and evaluating.  The steps I would take to accomplish this goal are the same steps I took in creating the Inquiry-Based Unit Plan for this course.  Another topic we discussed in class is that of collaboration.  I would like to do more collaborative projects with others such as through www.jenuinetech.com by Jennifer Wagner or by doing projects with another class.  I would like my students to understand that they can talk with or work with others throughout the world and not just with their peers within our classroom.  The first step would be to find collaborative projects to take part in and then the next step is to determine how to work these projects into the existing curriculum.  In order to collaborate with another class, I would need to locate other teachers to work with, determine what curriculum we have in common that we could use and how to work out our schedules to facilitate the projects(s). 

References: 

Laureate Education Inc. (2009). “A Teacher’s Perspective.”

Laureate Education Inc. (2009). “New Literacies.”

Laureate Education Inc. (2009). “Skills for the Future.”

After revisiting my Personal Theory of Learning, I still believe in what I described.  One thing I feel I neglected to discuss was the importance of modeling and scaffolding.  In order for students to understand what is expected of them, it is important for the teacher to model the task.  It is important for teachers to provide scaffolding for students in order to help them succeed.  

 In my Personal Theory of Learning, I stated that I feel that I use multiple theories within my teaching and cannot find just one that depicts who I am.  Through learning about some of these theories and being reintoduced to others, I can see how aspects of my classroom fit into the various theories.  For instance, the cooperative learning that takes place during my centers is an example of the Social Learning Theory (Laureate Education, Social Learning Theories, 2009).  My classroom management portrays the Behaviorist Learning Theory.  I reinforce positive behaviors and give my students consequences for inappopriate behavior (Laureate Education, Behaviorist Learning Theory, 2009).  The use of concept mapping tools and procedural and declarative memory are part of the Cognive Learning Theory (Laureate Education, Cognitive Learning Theories, 2009).   

An immediate adjustment I have actually already started making is integrating technology tools that we learn about through these courses into my classroom.  After learning about podcasts in one of the courses, I used this tool in my classroom.  After the VoiceThread assignment in this class, I completed two VoiceThreads with my students.  Learning the benefits and ease of using these technology tools encourages me to try them with my students.  One of the technology tools I would like to use more in my classroom is VoiceThread.  When searching on the site for Kindergarten, I gained a lot of great ideas for how to use VoiceThread with my students.  This can enhance student learning in many ways, depending on its use.  It can help students respond to questions, react to others’ thoughts and summarize information.  Another tool I would like to integrate into my classroom is Virtual Field Trips.  I think I could find field trips that would enhance many aspects of my curriculum.  Virtual field trips would expose my students to opportunities they may not get otherwise and add a whole new dimension to our learning about certain topics.  For instance, visiting Mt. Vernon would give my students a more personal connection to George Washington.         

The first of my long-term goals is to try to integrate technology into every part of my curriculum.  To this point, I have integrated it into language arts through the use of digital stories.  I have also integrated it into social studies with podcasts and VoiceThreads.  I would like to be able to integrate technology into every area of my curriculum and utilize a lot of the technology tools we have learned about as well.  I feel like I have a decent foundation started for myself in order to achieve this goal.  I think the next step for me is to explore ways to integrate technology into other areas such as math and science and determine which technology tools would work best in order to enhance my students’ learning. 

My second goal is not actually an instructional goal of mine.  Instead it is a goal for me to help my colleagues to use more technology with their students.  One of my teammates uses the SMARTBoard.  Another is trying to learn about technology although she has not taken the plunge to use it very often yet.  The other two are a little technology phobic and have not integrated technology into their classrooms.  I would like to share my excitement about technology with them and encourage them to try using it, too.  I feel I can do this by sharing projects I do with my students, offering to help them by either modeling a lesson or switching classes so I can teach their students how to use the technology, and just by being their cheerleader!             

References:

Bridging Learning Theory, Instruction, and Technology. (2009). Behaviorist learning theory. Baltimore, MD: Laureate Education, Inc.

Bridging Learning Theory, Instruction, and Technology. (2009). Cognitive learning theories. Baltimore, MD: Laureate Education, Inc.

Bridging Learning Theory, Instruction, and Technology. (2009). Social learning theories. Baltimore, MD: Laureate Education, Inc.

Here is my VoiceThread, describing the lack of technology resources available in order to prepare our students for the 21st century and provide them with valuable technology-related skills.

http://voicethread.com/share/529951/

Cooperative learning “focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p. 139).  Social Learning Theories hold the belief that learners construct meaning from one another.  It is easy to see how cooperative learning fits into these learning theories because students work together to complete tasks and/or build artifacts.  Cooperative learning allows for students to find their Zone of Proximal Development and a More Knowledgable Other.  Dr. Orey tells us that “teaching others helps the learner develop a deeper understanding of the content” (Laureate Education, 2009).  According to Connectivism, “learning is the act of forming networks and navigating networks of knowledge” (Siemens, Laureate Education, 2009). 

“Technology can play a unique and vital role in cooperative learning by facilitating group collaboration , providing structure for group tasks, and allowing members of groups to communnicate even if they are not working face to face” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p. 140).  There are many types of technology that encourage cooperative and collaborative learning.  Students can work together and learn about each other on collaborative sites such as the JASON Project  and Keypals.  WebQuests encourage collaboration and critical thinking.  Learners can also work together to create webs sites.  Collaborative Organizing, Shared bookmarking, Course management software and Simulation games are all other forms of cooperative and collaborative learning.  We have already learned about wikis and blogs which are great resources that allow students to collaborate and communicate with others from all across the globe (Pitler, Hubbel, Kuhn, & Malenoski, 2007). 

References:

Bridging Learning Theory, Instruction, and Technology. (2009). Connectivism as a learning theory. Baltimore, MD: Laureate Education, Inc.

Bridging Learning Theory, Instruction, and Technology. (2009). Social learning theories. Baltimore, MD: Laureate Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with  classroom instruction that works. Denver, CO: Mid-continent Research for Education and Learning. 

According to Pitler, Hubbell, Kuhn and Malenoski (2007), “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (p. 202).  In order to generate a hypothesis, a student needs to use knowledge they already have about a topic in order to make the prediction.  “Knowledge is unique to the individual who constructs it” (Lever-Duffy, J. & McDonald, J., 2008, p. 16).  After generating a hypothesis, it is necessary to test the hypothesis to determine whether the original prediction is correct or if the hypothesis needs to be rethought.  When testing the hypothesis, a student will either assimilate or accommodate their original thoughts or predictions.  Dr. Orey states that assimilation “occurs when external reality is made to fit within one’s current beliefs and understandings” and acocommodation “occurs when one’s current beliefs and understandings are altered to fit the external reality” (Laureate Education, 2009).  

As Pitler, Hubbel, Kuhn and Malenoski share, students can collect data  using spreadsheets or other available software in order to test their hypothesis (2007).  “Collecting data usually answers some questions and generates new ones” (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 210).  Students need to interact with the information they gather in order to find answers and determine whether they need learn more about the topic.  The data that is collected can confirm, deny or revise a student’s original hypothesis (Pitler, Hubbel, Kuhn & Malenoski, 2007).  The data will determine whether a student will assimilate or accommodate their hypothesis based on the new information.  The resources listed at the end of Chapter 11 and the scenarios given in the readings this week align with the constructivist theory because individuals actively construct their own meaning and the constructionist theory because students are either building an artifact or something they can share with others (Laureate Education, 2009).  

 In exploring the project-based learning tools, several key components stood out for me.  The first is that students work collaboratively or individually towards a collaborative goal in order to solve real-world problems.  Students need to generate hypotheses and form their own ideas based on what background knowledge or existing experience they bring to the problem.  They will need to assimilate or accommodate based on the new information they learn.  In these situations, students are largely in charge of their own learning and the teacher facilitates this learning.

References:

Bridging Learning Theory, Instruction, and Technology. (2009). Constructionist and constructivist learning theories. Baltimore, MD: Laureate Education, Inc.

Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In Teaching andLearning with Technology (3^rd ed.  pp. 2-35). Boston: Pearson. 

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.   Retrieved from http://projects.coe.uga.edu/epltt/. 

Pitler, H., Hubbell, E., Kuh, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: Mid-continent Research for  Education and Learning. 

“The instructional strategy cues, questions, and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K., 2007, p. 73).  Cues can be an aid to help students process information, particularly if it is a visual cue since information is stored as images (Laureate, 2009).  Questions allow students to access their prior knowledge and make connections to the information they are learning.  “Advance organizers help students focus their learning” (Pitler et al., 2007, p. 73).  This is important because as Dr. Orey shared, these organizers can help students organize what they are learning and they replicate the network model of memory (Laureate, 2009).  As mentioned in Chapter 4, there are many ways that technology can enhance learning.  Some of these are rubrics, graphic organizers, tables and spreadsheets.  Rubrics can be used by students to assess their own learning and effort or others’ work.  Graphic organizers can be used in any subject area.  Programs such as Kidspiration, Inspiration and Webspiration all offer ways to create graphic organizers.  “Technology’s potential applications are readily evident in this strategy, as teachers and students can use a variety of technology tools to create well-organized, visually appealing organizers” (Pitler et al., 2007, p. 74). Note taking helps students get information in order to understand what they are learning about or to review for tests or quizzes.  It can help students figure out what information is the most important for them to learn and remember.  Summarizing allows students to look at all of the new information they have learned and try to pick out the most relevant points and gather their thoughts into a few main ideas.  “To effectively summarize, students must delete some information, substitute some information, and keep some information” (Pitler et al., 2007, p. 119).  Note taking is a difficult concept for my Kindergarten students.  A lot of what we do is whole group and oral.  When we do research in our class, we discuss how to locate the information and take notes about what was important.  We typically use bubble maps, a thinking map, to record our facts about the topic.  We then complete an interactive writing, sharing the pen between teacher and students, to write about and summarize what we have learned in a nonfiction paragraph.  We have done this with frogs and toads and are currently doing it with butterflies and moths.  When summarizing stories we read, we discuss the story elements (characters, setting, problem and solution) and beginning, middle and end of the story.  It helps us to focus our thoughts and concentrate on the most important aspects of the story.  All of the note taking and summarizing can also be used with technology by using concept mapping software or webbing software such as Webspiration. 

Behaviorists believe that behaviors can be unlearned and replaced by new and accepted behaviors (Orey, 2001).  One of the generalizations of the Reinforcing Effort chapter is that students can learn to believe that effort pays off even when they do not initially believe this (Pitler, H., et al, 2007).  This indicates that although students may not believe that making an effort will help them, by reinforcing their effort and showing them that making an effort really will pay off, they will also begin to believe this.  They will then be able to internalize the importance of making effort.   

Teachers can use spreadsheet software to track student effort and success.  By sharing this data with the students, it provides immediate feedback that their effort is helping them to be successful and reinforces their desire to make an effort.  Ultimately, the students will make the connection between the effort they are putting forth and the success they are seeing in their work and want to continue to put fort their best effort in order to be successful. 

Homework has been a topic of debate at my school recently.  Some teachers do not believe in giving homework and others are faithful about giving a certain number of minutes of homework everynight.  I think it all depends on the purpose of the homework.  Pitler, Hubbell, Kuhn, & Malenoski (2007) share that  “The purpose of homework should be identified and articulated” (p. 187).  If teachers are assigning it for homework because they did not have time to finish it during class, that is likely to be ineffective for the students because they have not really had enough time to learn it.  We do not want students to practice incorrectly because we do not want the incorrect way to become learned and then have to try to reteach something that is already ingrained.  Homework that is used for practicing skills that have already been taught that students can complete independently can help them to reinforce their skills.  We also need to be careful about who is doing the homework.  Who’s effort are we grading?  The parents’ or the students’?  Pitler, Hubbell, ,Kuhn, & Malenoski (2007) advise that “Parental involvement in doing homework should be kept to a minimum” (p. 187).  Using websites that allow students to practice their skills, such as those recommended in this chapter, is a good strategy for teachers to use when assigning homework.  Many of these websites offer immediate feedback which is an important part of completing the assignment. 

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

           Retrieved from http://projects.coe.uga.edu/epltt/. 

Pitler, H., et al. (2007). Using technology with classroom instruciton that works. Denver,  

CO: Mid-continent Research for Education and Learning. 

When I first viewed the syllabus for this course, I thought I was learning a foreign language: blogs, wikis, podcasts, huh?!  To put it mildly, I was feeling intimidated before we even began.  With every reading, video viewing and assignment I completed, I gained confidence.  Not only was I able to successfully complete assignments using these new technologies, but I also really enjoyed the process!  Now I find myself looking for new ways to use blogs, wikis and podcasts with my students.  We just completed our first whole class podcast based on my week 6 lesson plan.  This course has also empowered me to learn about even more new technologies and take risks in learning how to use them in my classroom.

Through this class, I was able to get some affirmation that I am doing some good things in my classroom already.  We use thinking maps in our school which strongly encourage higher order thinking skills.  My students work collaboratively everyday in my classroom which is an important skill for the 21^st century learner.  I have also learned that my role as a teacher needs to change in order to help the 21^st century learner become successful.  It is important for me to connect to both the content I teach and the students in my classroom.  I also need to be a content creator and collaborator, both with my colleagues and my students.  It is also necessary for me to be a model to help my students learn new technology and encourage them to take risks.  I no longer need to be the sole expert in my classroom.  Instead I can facilitate my students’ learning and work alongside them to acquire new knowledge.  Finally, and maybe most importantly, I need to become a change agent (Richardson, 2009, p. 136-137).  I hope to inspire my colleagues when they see me taking risks and utilizing this technology with my students.  “It will be the courageous educator who works with students to explore the power of these tools and in turn empowers students to be lifelong learners and active shapers of a world we cannot yet imagine” (November, 2007).

I can continue to expand my knowledge through various avenues.  The first of these is continuing with my master’s program.  I can also continue to learn new information through reading materials related to my field.  I attended a conference this week and learned a lot of great new information to take back to my school and either implement in my classroom or share with my colleagues.  I will continue to take advantage of these opportunities.  I will also continue to learn from and use my school’s ITRT as a resource.  I am currently taking part in a Professional Learning Network developed by her about integrating Marzano’s strategies with technology.  She also offers various learning experiences on “Tech Tuesdays,” such as how to create SMARTBoard lessons, podcasts and voicethreads.  I think the biggest thing I can do is to continue to learn how to most effectively teach my students and then take risks and implement this new knowledge into my teaching.                                                                                   

One of the goals I have is to continue to learn about new ways to implement technology into my classroom and then take the risks to integrate these newly acquired strategies into my teaching.  We need to be able to take what we already do and incorporate the technology into it (Miners and Pascopella, 2007).  I would love to have enough computers in my classroom to have available for centers.  This would allow my students to be able to utilize computers on a daily basis to practice many concepts.  The barrier that would need to be overcome is how to get the funds necessary to purchase these computers.  I will continue to work with my ITRT to determine strategies to try to make this happen such as finding grant opportunities.  I use the SMARTBoard daily in my classroom already, but I want to learn to use it even more effectively as an instructional tool to enhance my curriculum.  As Cramer (2007), asks “Why not explore what is available and give it a try in your classroom?” (p. 7).

Another goal I have is to help the parents of my students to be more involved in their child’s education.  It is increasingly more difficult for parents to have the chance to physically spend time in their child’s classroom.  So, I feel that I can help them to still feel like they are part of their child’s education by “seeing” what they do in school.  One of the blogs I learned of through this class is that of a Kindergarten teacher who shared student work and many of their daily experiences with parents.  I will include photographs of classroom activities for parents to experience and showcase student work.  I also would like to incorporate podcasts and voicethreads so parents can also experience their child’s learning.  “To participate meaningfully in our kids’ futures, schools must be willing, finally, to turn on the lights” (Prensky, 2008, p. 45).  I want to be able to turn on the lights for both my students and their families!           

Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126-132.

Miners, Z. & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26-34.

November, A. (2007). Banning student “containers”. Technology & Learning. Retrieved from http://www.techlearning.com/showArticle.php?articleID=196604487

Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2^nd ed.). Thousand Oaks, CA: Corwin Press.

Digital Native vs. Digital Immigrant

I found the website to be interesting and intriguing.  It is interesting to me that I have not heard about this organization until now.  Many of the members are technology corporations.  It seems to me that Dr. Thornburg, Dr. Dede, Hall Davidson and other professionals from our videos and other class resources could be consulted by this organization because they share many of the same thoughts and aspirations.  Are they working with the government?  Is the government listening?  We do not appear to be moving in the direction they are recommending at this point.  I think they have some very valid points, but this needs to be done on a broader scale than one or two states at a time.  They need to be lobbying the Department of Education and trying to make something change in the whole educational system of our country.

The 21^st century skills that they list are consistent with what we’ve learned about from our class resources.  They are right that we already incorporate the life skills they list into our classrooms on a daily basis.  Accountability is ironic because accountability seems to be dwindling in our society rather than becoming more important.  A lot of parents automatically think their child did nothing wrong if they have gotten into trouble and people do not take responsibility for their own actions in general in our country.  We are always looking for someone else to blame.

I found it very interesting that they called for authentic assessments because our country is certainly focused on standardized assessments right now.  They want to use technology in assessments but that is not realistic at this time because there are many schools that have very little technology available.  We need to do a better job of making technology a priority.  Maybe the technology corporations that are members of this organization could help to push for technology or better yet, offer to help supply some of it to the schools that cannot afford it.

I really like the idea of businesses partnering with schools to help prepare students for the 21^st century workplace.  We have a company near us that comes into our school to present lessons with several of the grades.  The students love this, the business is able to interact with its potentially future employees and the teachers enjoy learning about their mission as well.  We also collaborated with some businesses for an after school computer-based tutoring program for our state assessments.  There could be many benefits to come out of these partnerships.